Data-Driven Advocacy

SAMPLE LESSON

Transportation Challenge

IN THIS LESSON

60 MIN

GRADES

7TH

TIME

Exploring pros and cons of different types of transportation

Students will engage with the Transportation Challenge Activity, exploring the pros and cons of different types of transportation that Nashville has to offer. During the activity, they will use Google Maps to map routes to common destinations and measure the cost, CO2s emitted, speed, and calories burned for each transportation type. They will then be introduced to the unit’s project, which will be to use unit rates and percentages to advocate for a transportation change in their school’s neighborhood.

OBJECTIVES

  • I can understand the need for different modes of transportation.

  • I can calculate a unit rate and use it to make a decision.

VOCABULARY

  • Ratio: a comparison of two numbers

    Rate: a specific comparison of two quantities with different units

    Unit Rate: a rate with 1 in the denominator

    Proportional: when two ratios are equal

STANDARDS

  • STANDARDS

    7.RP.A.2 Recognize and represent proportional relationships between quantities. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

    SEL INDICATORS:

    3B.3 Identifies roles they have that contribute to their school, home, and community

    3B.4 Works collaboratively with peers to complete a job, task, or address a need

    3C.2 Recognizes the similarities of different cultures and social groups

LESSON SLIDES

Procedure

    1. Give students 5 minutes to complete the Math Transportation Day 1 Do Now. This Do Now gets students to start thinking about transportation in Nashville and how they engage with it.

      • What are the types of transportation that people in Nashville use?

      • What types of transportation do you and your family use?

      • When people don’t have safe, efficient, and affordable ways to get around, how does that affect their life?

      • Do you believe that transportation in Nashville is safe, efficient, and affordable? Why or why not?

    2. Ask students to share their answers. For the third question, be sure students think through issues such as access to job opportunities, school choice, and healthy food.

    1. Explain to students that they will explore the pros and cons of each type of transportation through a transportation challenge activity. Give students computers and a copy of the Transportation Challenge handout.

    2. Review the directions with students and have them independently complete the activity. Early finishers may add a third destination.

    3. After students have finished, bring the class back together and figure out the winners:

      • Most Sustainable: Emits the LEAST amount of CO2s.

      • Healthiest: Burns the MOST calories.

      • Most Affordable: Spends the LEAST amount of money.

      • Fastest: Spends the LEAST amount of time.

    4. Have students complete the reflection at the end and then discuss the last three questions as a class:

      • Although the car is the fastest way to get around, what is its impact on the environment?

      • Why don’t students take more sustainable types of transportation such as walking, biking, or taking the bus to school more?

      • What do you believe would encourage students to take more sustainable types of transportation?

    1. Give students the Math Transportation Day 1 Guided Notes.

    2. Have students complete the task in groups or partners. Rotate as students work and identify different methods that students are using.

      • Scaffold: Have students circle the information on the Transportation Challenge handout that they need to use. This will ensure they think farther than only looking at the calories column.

    3. Select a few students to share their work. Discuss how it was important to not only use the number of calories, but to compare it to the number of spaces. Use this as a time to review reducing fractions and conversion of a fraction (27/6) to a decimal.

    4. Use PPT Slide 13 and the Vocabulary section of the handout to review key vocabulary for the unit.

    5. Advance to slides 14 and 15. Discuss the project overview with students, ensuring that they have an accurate working definition of the word data. Note: Instead of a flyer, you may call it a social media post and create a class social media page where they will post them.

    1. Have students fill out the Day 1 Exit Ticket on the back of the Math Transportation Day 1 Guided Notes.

Materials

Math Transportation Day 1 Do Now

Transportation Challenge

Math Transportation Day 1 Guided Notes

Math Transportation Day 1 Guided Notes (filled in)

Math Transportation Day 1 Presentation

Computers

Differentiation

The Cost and CO2 Impact column may be eliminated for struggling learners.

Suggested supports for the “How Should They Get to School?” task.

  • What information do you need from the Transportation Challenge table? 

  • What numbers should you compare?

  • Circle one: Jamari and Ty will burn more calories per (walking/biking).